21st Century Learning and Teaching

Richard Paul's critical thinking model was adapted to the challenge of engineering education, and published in July 2006 as a guide to Engineering Reasoning. Paul's model is briefly described and exemplified by questions engineers ask in practice. This paper describes classroom exercises employing the model which are suitable for undergraduate and graduate engineering program.

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"Critical Thinking" may sound like an obnoxious buzzword from liberal arts schools, but it's actually a useful skill. Critical thinking just means absorbing important information and using that to form a decision or opinion of your own--rather than just spouting off what you hear others say. This doesn't always come naturally to us, but luckily, it's something you can train yourself to do better.

Critical thinking doesn't end. The more knowledge you cultivate, the better you'll become at thinking about it. It's navel gazing in that you're constantly thinking about thinking, but the end result is a brain that automatically forms better arguments, focused ideas, and creative solutions to problems.

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View or download an 11x17 version of the "Developing 21st Century Critical Thinkers" Infographic by Mentoring Minds.

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- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Critical-Thinking

In simple terms, it is the process of breaking down what you know and information you have, and then evaluating and critically analyzing it in order to make an informed decision without bias.

A critical thinker:

- Is open-minded and mindful of alternatives
- Desires to be, and is, well-informed
- Judges well the credibility of sources
- Identifies reasons, assumptions, and conclusions
- Asks appropriate clarifying questions
- Judges well the quality of an argument, including its reasons, assumptions, evidence, and their degree of support for the conclusion
- Can well develop and defend a reasonable position regarding a belief or an action, doing justice to challenges
- Formulates plausible hypotheses
- Plans and conducts experiments well
- Defines terms in a way appropriate for the context
- Draws conclusions when warranted – but with caution
- Integrates all of the above aspects of critical thinking 

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- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Critical-Thinking

In working with students, critical thinking encourages and promotes:

• Humility to accept criteria that is not their own.
• Courage to defend their own criteria against others.
• Responsibility to contrast and take into account the appropriate information.
• Commitment to filtering out and separating valid from useless information.
• Respect for the group and for the individual when the time comes for debate and contrasting ideas.

To educate an individual in critical thinking is to educate him or her to be capable of governing or controlling their own personal and professional life and to be able to find answers and solutions to problems. It is the road to forming critical and responsible citizens who are capable of confronting the challenges of the future.